Food Pieces of what?!

Introduction Fractions are in your life everyday! If you pay close attention to the following activities you will learn about fractions and how they are parts of a whole. Once you have participated in all of the activities you will have a yummy task to complete!

The Task Our class is going to have a fraction party to celebrate the unit on fractions! You will need to create a visual aid, with two partners, to show what you have learned about fractions and how you can use fractions in your life every day. Here is the problem… We have 23 students in our class. How much pizza should we get? How will we make sure everyone gets an equal share? Think of other party foods: cake, chips, and drinks. How much should we get of each? What portion (fraction) will each person get? You will need to show four different fractions and their equivalent fractions in your presentation. Your visual aid may be a Power Point show, poster, 3D model, video, or any other approved idea you may have.

The Process • First, think back to our discussion on fractions. What important facts can you remember about the words fraction and whole? Visit the following links to learn more: • Beginning Fractions • Fraction Names

The Process (cont.) • Using the four square worksheet you will create a four square and apply it to the different vocabulary words we have discussed so far: fractions and whole. Each group will get two “four squares” one with the word fraction and the other with the word whole. You will need to work together to fill in the squares. In the first square you will need to tell what the vocabulary word means in your own words. In the second square you need to write in any characteristics you think of when you hear the word; what does a fraction or whole look like or what else do you relate to the word? The third square is for examples that you can think of from your own life while, the fourth square is for non-examples or things that are not fractions or a whole. Again, they need to be examples from you own life. Don’t worry if you get stuck, you will have a chance to finish working on them in a few steps. Day 1 ends here

The Process (cont.) • Once you have completed both four squares you will need click the link below to read about some more important vocabulary terms. When we discuss fractions we always see a number on top of a line with another number below the line. These numbers have special names. The top number is the numerator and the bottom number is the denominator. The numerator tells us what piece of the fraction we are talking about while the denominator tells us how many pieces the whole has been broken into. Look at this fraction vocabulary slide show to learn more. You can also visit Pizza Fractions.

The Process (cont.) 4. In the next activity you will have to make a whole cookie out of fraction pieces. See if you can figure out how to mix and match the cookie pieces. Cookies for Grampy 5. Great Job! You are really getting the hang of fractions! Now take a few minutes to complete your four squares on the words fractions and whole. Also, add in the words numerator and denominator to show your new knowledge of these as well. Day 2 ends here

The Process (cont.) 6. Lets take things another step further and talk about equivalent fractions. Equivalent fractions are fractions with different denominators and numerators but still mean the same size fraction. Visit Pizza Fractions 2 to learn more, make sure you click on the questions at the bottom when you are done reading. 7. Getting hungry? Your almost done! Practice creating equivalent fractions with this activity. Equivalent Fractions Activity

The Process (cont.) 8. Now complete one more four square and tell what you know about equivalent fractions. The directions are the same as your first two four squares. In the first square you will need to tell what the vocabulary word means in your own words. In the second square you need to write in any characteristics you think of when you hear the word; what does a fraction or whole look like or what else do you relate to the word? The third square is for examples that you can think of from your own life while, the fourth square is for non-examples or things that are not fractions or a whole. Again, they need to be examples from you own life. Day 3 ends here

Evaluation You will receive three grades for this Webquest on fractions. The first will be on your three four squares. Each person in the group will receive the same grade since it was a group assignment. Below is a rubric of how you will be graded on the four square vocabulary activities.

Evaluation (cont.) The second and third grade you receive will also be a group project. This is your creative task from the third slide of this Webquest. Yes, the task is worth two grades! You will create a visual aid with your partners to solve the task. Below is a rubric of how you will be graded on the task activity.

Conclusion Now it’s time to think like a mathematician. What question do you still have about fractions? What do you not quite understand yet or what do you want to know about fractions that was not talked about in this webquest? Think about these questions. After everyone has presented their solution to the task we will complete a mini activity as a whole class.

Teacher Resource Page • West Virginia CSO’s: Mathematics & Reading/Language Arts • M.O.3.1.5- demonstrate an understanding of fractions as part of a whole/one and as part of a set/group using models and pictorial representations. • M.O.3.1.6- create concrete models and pictorial representations to compare and order fractions with like and unlike denominators. • M.O.3.1.7- use concrete models and pictorial representations to demonstrate an understanding of equivalent fractions. • RLA.O.3.1.13- use graphic organizers and visualization techniques to interpret information (e.g., charts, graphs, diagrams). • RLA.O.3.1.14- use reading skills and strategies to understand a variety of information resources to support literacy learning (e.g., written directions, captions, electronic resources, labels, informational text).

Teacher Resource Page (cont.) Literacy Strategies: • Comprehension Strategy- Prereading Plan (PreP): Prior to beginning this Webquest the teacher will need to lead a class discussion to assess the student’s prior knowledge on the concept of fractions. The following are sample questions: Teacher - “Today we will begin our lesson on fractions; by the end of the lesson I want you to understand fractions as part of a whole or one and as part of a set or group using models and picture representations. What I want to know now is what do you think of when you hear the word fraction?” (Teacher will create a list of responses from possible student responses.) Teacher- “These are all very good ideas. Let’s talk about a few more of them in a bigger way. What did you mean by there are two halves? Can anyone else help?” Teacher- “Okay. So sharing with everyone is a good thing but what is the most important thing about sharing? Does one person get a bigger half of the cookie when you break it in half?” Teacher- “Yes that’s right the halves need to be equal. So if you have two whole brownies and there are four people. How much of the brownie would each person get? Can someone come up and help me out with the drawing?” Teacher will draw 2 brownies and four people on the board. Teacher- “Great! Let’s look at this example here (the example with ¼ size pieces) what is the name for these pieces?” Teacher- “Yes, fourths because it is cut into four pieces. What do you think it would be called if the whole was cut into three pieces?” Teacher- “Very good, thirds is correct. So what can we say about all fractions no matter how many pieces the one or whole thing is cut into?” Teacher-“Fractions are when one whole thing, no matter what it is, is divided into equal size parts. During this lesson we are going to do several examples and learn more about fractions.”

Teacher Resource Page (cont.) • Vocabulary Strategy- Frayer Model: Four square with vocabulary term in the middle. Students will identify the term in their own words, characteristics of the term, examples and non-examples from their own life. • Writing Strategy- Writing to Learn (Fast Food for Thought): After the webquest has been completed and students have shared their projects use this activity to close the unit on fractions. Teacher - “Now it’s time to think like a mathematician. What question do you still have about fractions? What do you not quite understand yet or what do you want to know about fractions that was not talked about in this webquest? Take five minutes to think and write one question at the top of your paper; you do not need to write your name on the paper. Please use complete sentences.” (Give students think time and assure they have completed the task. Assist if necessary.) “Now, fold your paper in half. I will collect them, shuffle them and hand them back out randomly. Once you have read your classmate’s question you will need to write the answer in complete sentences or tell them where they can find the answer.” (Give students 5-10 minutes to write and assist if necessary.)

Teacher Resource Page (cont.) Supplemental Text Resources: • Billmeyer, Rachel & Barton, Mary Lee. Teaching Reading in the Content Areas. 2nd edition. • This text contains reading comprehension techniques to include in any content area. • Van de Walle, John. Elementary and Middle School Mathematics. 6th edition. • This text contains many math activities and ideas for how to developmentally introduce new mathematics concepts to students. Duration: • Day 1- Steps 1 & 2 • Day 2- Steps 3, 4, & 5 • Day 3- Steps 6, 7, & 8 • Day 4- Allow students to finish the Webquest if they have not yet completed all the activities. If students are finish they should fine tune their four squares or begin brainstorming for their solution to the task. • Day 5- All four squares should be turned in and students should brainstorm and begin their visual aids. Allow students to complete their visual aids over a weekend and present the next week. Once all presentations have been given close the unit with the writing strategy activity. • Each day = approximately 60 minutes Taskonomy: • Design and Creative Tasks

Teacher Resource Page (cont.) • Additional Materials & Information • Four Square worksheets with vocabulary terms already written(see example on the next slide)

Teacher Resource Page (cont.)

Credits & References • Slide 1 background photo- http://mnmfractions.wikispaces.com/file/view/fractions2.gif • AAA Math- http://www.aaamath.com/fra16_x2.htm • Illuminations- http://illuminations.nctm.org/ActivityDetail.aspx?ID=80 • Math is Fun- http://www.mathsisfun.com/fractions.html • Visual Fractions- http://www.visualfractions.com

Food Pieces of what?!